학생의 교육 성과에 대한 학급규모의 조절효과 분석

Abstract

This study analyzed the moderating effect of the class size on the student's educational performance from the perspective that that class size is closely related to the quality of learning. 4,979 middle school students were analyzed using the data of the Korean Educational Longitudinal Data(KELS) provided by the Korea Educational Development Institute(KEDI), and a two-way fixed effect model was used. The main research results are as follows. First, there were differences in student and school characteristics depending on the class size, mainly students with excellent grades in the middle and upper classes were distributed in large class sizes. In addition, there were statistical differences in teaching methods and relationships with teachers according to class size, when the class size was small, students perceived the teaching method more individual, interactive, and relationships with teachers more positively. Second, there was the moderating effect of class size on class understanding and class concentration. The smaller the class size, the greater the impact of the individualized·interactive class methods and the relationship with the teachers on the class understanding, and the smaller the class size, the greater the impact of the individualized class method on the class concentration. Third, there was no moderating effect of the class size on the academic achievement. However, as a result of analyzing only students who have experienced small classes for three years, clear moderating effects were found. Through the analysis of the moderating effect of class size on educational performance, this study confirmed that the effect of learning quality on educational performance varies depending on the class size. Based on this discussed the importance of class size and education finance, and suggested policy implications and follow-up studies.